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Those critical of digital technology in schools argue that it is likely to increase inequalities among students. They consider that the digital practices of young people are essentially consumer or leisure practices, far removed from academic expectations. Thus, working at school with these tools would likely present risks for students such as cognitive overload and attentional deficit, and could reinforce certain stereotypes related to the heterogeneous support of families on the Internet, which does not allow all students to have cultural references or sufficient critical distance from the content available. According to this presupposition, which is still widely criticized, “a large proportion of young people would thus fall prey to commercial or ideological manipulations of all kinds and could in no way take advantage of the potential for emancipation and access to culture offered by digital technology…” (Becchetti-Bizot 2017).

On the other hand, the school system has been trying for years to set up several plans to develop digital uses, including the computer plan for all in 1985, the digital plan for education in 2015, and the digital plan for school confidence in 2018. However, digital practices are still not permanently embedded in school practices and the digital literacy of students is often a one-time practice that is not yet fully integrated in disciplinary teaching.